MANE-004 Gender and Society Indira Gandhi National Open University School of Social Sciences Block 4 GENDER RELATIONS IN SOCIAL INSTITUTIONS UNIT 1 Kinship and Gender 5 UNIT 2 Family and Gender 15 UNIT 3 Religion and Gender 30 UNIT 4 Education and Gender 48 Expert Committee Prof. Patricia Uberoi Faculty of Anthropology Formerly Professor of Sociology SOSS, IGNOU Institute of Economic Growth, Delhi Dr. Rashmi Sinha, Reader Professor Rekha Pande Discipline of Anthropology Professor of History, SOSS and IGNOU, New Delhi Head, Centre for Women’s Studies Dr. Mitoo Das University of Hyderabad Assistant Professor Andhra Pradesh Discipline of Anthropology Prof. Karuna Chanana (Retired) IGNOU, New Delhi Zakir Hussain Centre for Educational Dr. Rukshana Zaman Studies, School of Social Sciences Assistant Professor Jawaharlal Nehru University, New Delhi Discipline of Anthropology IGNOU, New Delhi Dr. Nita Mathur Associate Professor Dr. P. Venkatramana Faculty of Sociology Assistant Professor SOSS, IGNOU, New Delhi Discipline of Anthropology IGNOU, New Delhi Dr. C.J. Sonowal Dr. K. Anil Kumar Centre for Study of Social Exclusion & Assistant Professor Inclusive Policies Discipline of Anthropology School of Social Sciences IGNOU, New Delhi Tata Institute of Social Sciences, Mumbai Academic assistance provided by Dr. N.K. Mungreiphy, Research Associate (DBT) for the Expert Committee Meeting. Programme Coordinator: Dr. Rashmi Sinha, SOSS, IGNOU, New Delhi Course Coordinator: Dr. Mitoo Das, SOSS, IGNOU, New Delhi Content Editor Dr. Lucy Zehol Associate Professor, Department of Anthropology North Eastern Hill University, Shillong Blocks Preparation Team Unit Writers Dr. Ms. Smriti Singh (Unit 4) Dr. Rukshana Zaman (Unit 1) Assistant Professor (Adhoc) Assistant Professor, Faculty of Anthropology Dept. of Elementary Education SOSS, IGNOU, New Delhi Lady Shri Ram College, Delhi Dr. Shubhangi Vaidya (Unit 2) Block Introduction Assistant Professor, SOITS, IGNOU, New Delhi Dr. Lucy Zehol Dr. Abhik Ghosh (Unit 3) Associate Professor Associate Professor, Dept. of Anthropology Department of Anthropology Panjab University, Chandigarh North Eastern Hill University, Shillong Authors are responsible for the academic content of this course as far as the copyright issues are concerned. Print Production Cover Design Mr. Manjit Singh Dr. Mitoo Das, Asstt. Professor Section Officer (Pub.), SOSS, IGNOU, New Delhi Discipline of Anthropology, SOSS, IGNOU October, 2012 Indira Gandhi National Open University, 2012 ISBN-978-81-266-6236-4 All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any other means, without permission in writing from the Indira Gandhi National Open University. Further information on Indira Gandhi National Open University courses may be obtained from the University's office at Maidan Garhi. New Delhi-110 068. Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by the Director, School of Social Sciences. Laser Typeset by : Tessa Media & Computers, C-206, A.F.E.-II, Okhla, New Delhi Printed at : BLOCK 4 GENDER RELATIONS IN SOCIAL INSTITUTIONS Introduction In this block we aspire to understand gender relations in social institutions such as kinship, family, religion and education. These social institutions have been an integral part of anthropology since its inception. The study of kinship basically did away with the notion that kinship is simply biology but brought into focus the fact that it is more a human creation factored by culture. In the unit on Kinship and Gender (Unit 1), we shall discuss how the biological creation of ‘man’ and ‘woman’ have been interpreted as ‘male’ and ‘female’ in different societies. The construction varies in relation to a patrilineal or a matrilineal society. In most of the matrilineal societies the authority lies with the male counterpart while descent, lineage and inheritance pass through the female line. Matriarchy as a norm is absent in matrilineal systems. With the passage of time the focus has shifted from the mere study of kinship relations to the study of kinship based on the changing patterns of relationships like live-in, lesbian-gay, single parent etc. Of all the social institutions, family is the most ubiquitous. The family is the site for reproduction, production and consumption. It is the primary agency of socialisation or enculturation within which the new generation learns the norms, values and life-ways of their social group. It is also the primary agency of identity formation within which an individual learns what roles she/he is expected to play and positions to occupy. Symbolic interactionist theorists like Charles Horton Cooley and George Herbert Mead have emphasised that it is within primary groups like the family that an individual develops a sense of ‘self’, and learns how to shape and regulate behaviour with reference to the expectations and value judgments of the wider social group. In a nutshell, it is the family that facilitates the development of the individual organism into a social ‘person’. These concerns are taken up in the unit on Family and Gender (Unit 2). The centrality of gender as a fundamental organising principle of the institution of family cannot be underestimated. Gender shapes our personalities, structures our opportunities and expectations and constrains and controls our behaviour. The family operates as a site of reproduction and production and domestic labour is gendered and the idea of ‘separate spheres’ places women and men into distinct slots as homemakers and breadwinners. Besides the discourses of heteronormativity, motherhood and caring has further exacerbated the gender issue. The family system creates gendered subjects through gender socialisation as in the case of patrilineal Hindu society. In Unit 2 we shall also look into the change and transformation in the systems of gender and family in contemporary Indian society. Earlier studies on the status of women often focused on the economic component. Researchers would adequately reflect the independence of women and show a true reflection of their status. Studies showed that the understanding of the economic status of women was not enough to understand women’s status as a whole. It was that control over resources was governed by control over religious and/or magical factors. It is because of these reasons that gender would be incomplete if it were not linked to religion. This is why our understanding of Gender Relations in Social gender would be difficult if not impossible, since we would not understand the Institutions links or importance of religion in the relationships and differences between men and women. This is explored in the unit on Religion and Gender (Unit 3). In the unit on Education and Gender (Unit 4), the inter-linkage between gender and education would be looked from the historic evolution of educational concerns for women on the world scene as well as concerns of women’s education as understood by feminist scholars in India. We intend to highlight the socio-political and cultural context within which gender concerns feature in educational reality and educational experience, for women. We must understand that gender, in educational context must not be understood as a social constraint, solely, relegating individuals as passive recipients but as performative in its essential characteristic, that is, it must be understood through. In essence, gender must be understood within the discourse of ‘doing gender’. Such conceptualisation not only respects the agency individuals may exercise towards social change but also understands social processes as a more dynamic process evolving through participation between society, and individuals. Education, works towards establishing and reinforcing gendered role expectations through various ways. It reflects the socio-cultural ideas of gendered identity for both men and women and socialises, effectively, through various means, the young into accepting, respecting, and conforming to these expectations. Education is in this way fed by, and feeds into the existing gender-disparate and restrictive- oppressive ideas of the society. At another level, education has the potential to question and through initiating a critical enquiry, engage with existing gender disparity. It holds the potential to act as a trigger towards social change and inclusion through critical engagement, economic empowerment, and socio-political representation. Sex as biological fact and gender as cultural and social construct draws from the works of Gayle Rubin and others furthered the argument and drew from the works of Marcel Mauss on gift societies and Claude Levi-Strauss’s work on incest and taboo to explain the related phenomena of devaluation of women in societies. This devaluation comes to play a significant role in determining choices and shaping experiences of women. This understanding of devaluation of women would also help us understand the educational reality in Indian context and the restricted progress we have made with respect to correcting gender imbalance in national educational scenario. 4 UNIT 1 KINSHIP AND GENDER Kinship and Gender Contents 1.1 Introduction 1.1.1 Historical Sketch 1.1.2 Matriarchy versus Patriarchy 1.2 Kinship and Gender Roles 1.3 Gender in Patrilineal and Matrilineal Societies 1.3.1 Lineage, Descent and Authority 1.3.2 Marriage and Affinal Relations 1.4 Regional Difference seen in Kinship Based Gender Relations in the Whole of South-Asia and India 1.5 Present Trends in Studying